marzano’s nine instructional strategies马扎诺的九条策略.doc

Marzano’s Nine Instructional Strategies with English Language learners (rigor is the burning platform)StrategyTasks and differentiationIdentifying similarities and differences· Assigning in-class and homework tasks that involve comparison and classification Can be done by second language learners Provide scaffolding (such as provide the classification name and have the students fill in the list or provide all or part of the list and have students name the classification) Allow students to draw pictures rather than write sentences· Assigning in-class and homework tasks that involve metaphors and analogies Very difficult for second language learners. They may not be able to do analogies and metaphors until their English is advanced. If possible, place students in groups where they can work with someone who speaks their native language and can explain in native language.Summarizing and note taking· Asking students to generate verbal summaries Difficult especially for newcomers. There is a silent period that ELL’s go through when first learning a second language. Forcing students to speak before they are ready may inhibit second language acquisition. Give the students opportunities to volunteer but don’t make them speak in class. · Asking students to generate written summaries This strategy works better than verbal summaries for non-English speakers. If writing in English is difficult, allow the students to draw picture summaries.· Asking students to take notes Difficult for non-English speakers. They have to translate the English into their native language in their heads before they can take notes all while trying to sort out the content they need. Provide outlines with completed or partially completed notes· Asking students to revise their notes, correcting errors and adding information Good for second language learners, especially if working with a partner.Reinforcing effort and providing recognition· Recognizing and celebrating progress toward learning goals throughout a unit Good for second language learners. Some of the goals celebrated might be for English acquisition. · Recognizing and reinforcing the importance of effort Good for second language learners.· Recognizing and celebrating progress toward learning goals at the end of a unit Good for second language learners.Homework and practice · Providing specific feedback on all assigned homework Good for second language learners. Don’t always focus on the mechanics of the language. Provide specific feedback on the content. If you choose to focus on the mechanics, let the students know ahead of time that you will be grading that as well.· Assigning homework for the purpose of students practicing skills and procedures that have been the focus of instruction Good for second language learners.Nonlinguistic representations· Asking students to generate mental images representing content Good for second language learners. In fact, used frequently in ESL.· Asking students to draw pictures or pictographs representing content Good for second language learners. In fact, used frequently in ESL.· Asking students to construct graphic organizers representing content· Good for second language learners. In fact, used frequently in ESL.· Asking students to act out content Only if the student feels comfortable. Do not force students to participate.· Asking students to make physical models of content· Good for second language learners. Used frequently in ESL.· Asking students to make revisions in their mental images, pictures, pictographs, graphic organizers, and physical models Good for second language learners. Cooperative learning· Organizing students in cooperative groups when appropriate Good for second language learners. Group so that both content and language learning goals are supported. It is appropriate to ask students to engage in conversation in which they can use newly acquired vocabulary from the content being taught – as long as they are supported in a caring environment.· Organizing students in ability groups when appropriate Good for second language learners – as long as they are supported in a caring environment. Setting objectives and providing feedback· Setting specific learning goals at the beginning of a unit Good for second language learners. Used frequently in ESL. If possible, also set specific language learning goals.· Asking students to set their own learning goals at the beginning of a unit Good for second language learners. · Providing feedback on learning goals throughout the unit Good for second language learners. · Asking students to keep track of their progress on learning goals Good for second language learners. · Providing summative feedback at the end of a unit Good for second language learners. · Asking students to assess themselves at the end of a unit Good for second language 。